US Naval Training Center - Anchor Yearbook (San Diego, CA)
- Class of 1953
Page 1 of 96
Pages 6 - 7
Pages 10 - 11
Pages 14 - 15
Pages 8 - 9
Pages 12 - 13
Pages 16 - 17
Text from Pages 1 - 96 of the 1953 volume:
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Countless generations of seafaring men have come to
regard the anchor as a symbol of their profession and
a mark of security to the ships in which they serve. By
the Romans the anchor was regarded as a symbol of
wealth and commerce, While the Greeks gave to it the
significance of hope and steadiness, a meaning that per-
sists in religion and heraldry today. The symbolism of
the Greeks was carried on by the early Christians with
a meaning of steadfastness, hope and salvation.
Here, too, in recruit training, the anchor has special
significance, not only as the symbol of the recruit's new
life and surroundings but also as the steadfast symbol
of the security in his new career that his recruit train-
ing will give him.
In the pages that follow, the daily life of a recruit is
traced from his initial arrival at the Naval Training
Center until his graduation some eleven weeks later.
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CAPIAIN G. tN.VWILLC0X
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CAPTAIN D. I. THOMAS, U. S. NAVY
' Commanding Officer
Recruit Training Command
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H T Y
ABM? IS on
The Naval Training Center, San Diego, had its in-
ception in 1916 when Mr. William Kettner, Con-
gressman from the Eleventh Congressional District
of California and spokesman for the San Diego
Chamber of Commerce, interested the Honorable
Franklin D. Roosevelt, then Assistant Secretary of
the Navy, in establishing a naval training activity
on the shores of San Diego Bay. Due to the Nation,s
entry into World War I, further development of this
plan was postponed until 1919, when Congress au-
thorized acceptance by the Navy of the present site
of the Training Center. The original grant con-
sisted of 135 acres of highland donated by the San
Diego Chamber of Commerce and 142 acres of tide-
land given by the City of San Diego. Construction
work began in 1921, and on 1 June 1923 the U. S.
Naval Training Station, San Diego, was placed in
commission under the command of Captain Clater
Rear Admiralj David F. Sellers, U. S. Navy.
At the time of its commissioning in 1923 the station
bore little resemblance to its present size or arrange-
ment. At that time Camp Paul Jones housed the
entire population of the station and the maximum
recruit strength was 1,500. The period of recruit
training was then sixteen weeks. The shore line of
San Diego Bay extended considerably further inland
than at presen.t, and the land now occupied by
Preble Field, the North Athletic Area and Camp
Farragut was entirely under water. The present
Reception Center was then the Administration Build-
ing, and the recruit parade ground was located on
the present site of the Public Works garage. During
the 192O,s, the Recruit Receiving and Outgoing
Units were housed in the Detention Unit, known as
Camp Ingram, which consisted of a group of walled
tents adjacent to the south boundary of Camp Paul
Jones. Until Camp Lawrence was completed in
1936, recruits spent their first three weeks of train-
ing under canvas in this Detention Unit.
In 1939 a construction program was commenced
which within three years was to increase the capac-
ity of the station four-fold. This expansion went
hand in glove with a large scale program of harbor
improvements by means of which the channel and
anchorages in San Diego Bay were deepened and
130 acres of filled land were added to the eastern
boundaries of the station. By 1941 Camp Luce had
been completed, and the construction of Camps
Mahan, Decatur, and Farragut was already well
under way when the Japanese attacked Pearl Harbor.
Virtually all this construction work was completed
by September, 1942, when the capacity of the station
had reached its wartime peak of 33,000 men, 25,000
of whom were recruits. The period of recruit train-
ing during World War II varied between three weeks
and seven weeks.
In April, 1944, the Secretary of the Navy changed
the status of the Training Station to that of a group
command and redesignated it the U. S. Naval Train-
ing Center, San Diego. Under the Center Com-
mander were established three subordinate com-
mands: The Recruit Training Command, The
Service School Command and the Administrative
The years immediately following World War II
saw a considerable reduction in population of the
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Training Center despite a post-war expansion of
the Service Schools, and by the end of 1949 the pop-
ulation of the Center had dropped to a twenty-year
low of 5,800 men. Six months later, when the Com-
munists invaded the Republic of Korea, an imme-
diate expansion of all Naval training activities took
place and by September of 1950 the Center was
again operating at nearly full capacity.
During the early months of the Korean conflict it
became apparent that the demand for trained per-
sonnel in the rapidly growing Pacific Fleet would
require further expansion of this training center.
Accordingly, steps were taken by the Navy Depart-
ment to reactivate Camp Elliott, formerly a World
War II Marine Corps training camp which is lo-
cated ten miles north of San Diego on Kearny Mesa.
On 15 January 1951 Camp Elliott was placed in
commission as Elliott Annex of the Naval Training
Center for the purpose of conducting the primary
phases of recruit training. In March, 1953, in line
with the planned reduction in size of the Navy,
training at Elliott Annex was discontinued and it was
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an the Com-
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d and if was
placed in an inactive status. During its two years'
of operation, over 150,000 recruits received training
Late in 1952 projects were approved to convert
some recruit barracks into classrooms and to extend
training facilities by construction of a permanent
recruit camp on the undeveloped Training Center
land lying to the south and east of the estuary. The
six converted barracks went in to service as recruit
classrooms in April, 1953, and construction work on
the new carnp should reach completion in l954g
With the completion of this project the Naval Train-
ing Center will have filled out to its present boun-
daries of 435 acres.
In the furtherance of its mission of supplying
trained naval personnel to the fleets and ships of the
United States Navy, each of the three subordinate
commands of the Naval Training Center have im-
portant roles to fill.
The Administrative Command has the responsi-
bility of conducting most of the Center's adminis-
trative business and furnishing a wide range of
services necessary to the daily life of the large com-
munity which the Center has become. The Admin-
istrativc Command has the responsibility of main-
taining the Center's buildings and grounds, and
through its facilities all personnel on the Center are
housed, fed, clothed and paid, and receive their
medical and dental care. The Administrative Com-
mand also provides such other community services
as recreational and Navy Exchange facilities, com-
munications, postal and transportation services, and
police and fire protection.
Under the Service School Command are grouped
more than twenty Navy Schools in which recruits
as well as men from the fleet receive training in
the specialized duties of certain ratings. Most of
these are Class "AH schools, where non-rated men
learn the skills and information necessary to them
to perform a specific petty ofhcer rating. Among
these schools are those which train fire control tech-
nicians, electricians mates, radiomen, yeomen, com-
missarymen and stewards. Other schools teach spe-
cialized skills such as motion picture operation, tele-
A Regimental Headquarters
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type maintenance and stenography. The present
capacity of the Service Schools is about 5,000 men.
The largest of the three commands at the Train-
ing Center is the Recruit Training Command. Here
the recruit undergoes his transition from civilian to
military life, learns the history, traditions, customs
and regulations of his chosen service, and receives
instruction in naval skills and subjects which will
be basic information throughout his period of naval
Most of the facilities of the Recruit Training
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Patio of flied-tdministration Building
Command are centered on Bainbridge Court and
occupy the southern half of the Training Center.
Here are concentrated the barracks and headquar-
ters of each of the three recruit regiments, and
nearby are located the mess halls, classrooms, athletic
Fields and recreation buildings used by the recruits.
When completed, the new camp will add a fourth
regimental area to the Recruit Training Command.
Now entering its thirty-Hrst year of service to the
Navy, the Naval Training Center, San Diego faces
with confidence the challenges of an unsettled world.
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Having left civilian life behind him, the recruit at
once finds himself in unfamiliar surroundings where
he is governed by a new code of regulations, where
words and phrases have acquired new meanings, and
where new obligations and responsibilities have been
placed upon him.
In the classrooms of the Indoctrination Division
the recruit receives basic information on the rules
and regulations by which he will be governed 5 the
history, traditions and customs of the service of
which he has become a part, and the privileges and
obligations which he has assumed as a member of
the naval service.
Here, too, he gains a better understanding of the
government of his nation and the role he plays in it.
Through lecture and discussion he becomes more
aware of his responsibilities as a citiien and the re-
sponsibilities that his country has assumed in the
world of today.
The Navy's rating structure and its system of
career advancement are explained to him. He is
taught how to recognize the various naval ranks
and ratings and the opportunities he will have in
attaining petty oflicer or commissioned officer status.
As the recruit progresses in training and becomes
more familiar with naval history, the names of Paul
Jones, Preble, Decatur, Farragut and other naval
heroes in whose honor the camps, buildings and
streets of the Training Center are named take on
new meanings. By learning of the deeds of these
heroes of our earlier naval history, there comes a
realization and acceptance of the proud heritage
which is carried forward by the man-of-warsman of
the United States Navy. riches
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ORDNANCE 81 GUNNERY
To be an effective lighting unit, a warship must be
capable of inflicting maximum damage upon the
enemy, to survive, it must be able to defend itself
against hostile attack. In Ordnance Training, the
recruit learns some of the duties performed on board
ship by "The Man Behind the Gun."
Ordnance and Gunnery training begins with in-
struction in the use of small arms. At the snapping-
in range, under the guidance of experienced rifle
range coaches, the recruit learns how to load and
sight a rifle, how to adjust the sling, and how to fire
the weapon from the several positions. In the small
bore gallery he has a chance to test his marksman-
ship using a .22 caliber rifle. Later he will spend a
day on the outdoor rifle range firing the Garand M-l
riHe 'cfor record." He will also be instructed in the
use of thc service pistol and Carbine and will witness
firings of the Browning automatic rifle and the
Thompson sub-machine gun. Throughout, the safe
use of weapons is stressed in instruction and rigidly
enforced on the firing line.
In advanced training the recruit receives an intro-
duction to the larger weapons he will see on board
ship and learns some of the principles of their opera-
tion. Although he will not witness the actual firing
of these shipboard weapons until he goes to sea, he
receives practical experience in sighting and loading
a five-inch and a LLOMM gun, using dummy ammu-
nition. He is shown the various types of ammunition
he will encounter and handle on board ship, and
learns the necessity for strictly observing the safety
precautions which are necessary for his own safety
and that of his shipmates. ,. . I
Left and above: loading Drill
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To men who will "go down to the sea in shipsn a
knowledge of basic seamanship is fundamental. Al-
though some seamanship skills can be mastered only
from long experience at sea, the foundations upon
which these skills are based form an important part
of recruit training. Emphasis here is placed upon
teaching the recruit the language of the sea and the
names and uses of the tools of his new trade.
Among the subjects taught to the recruit are mar-
linspike seamanship and knot tying, steering and
sounding, anchoring and mooring, and the recogni-
tion of various types of ships, their characteristics
and structures. He learns the principles of shipboard
organization and something of the role he will later
play as a member of his ship's company. He receives
practical instruction in the use of the sound-powered
telephones by means of which personnel stationed in
various parts of his ship may communicate with
To facilitate practical demonstrations of these sub-
jects the USS RECRUIT, an almost full-scale model
of a destroyer escort was constructed on shore for
use by recruits. On board this land-locked ship
practical exercises are held in stationing personnel
for getting underway and in anchoring, thehandling
of mooring lines, the manning of 'watch-and battle
Small boat drills are conducted the year around.
Each recruit receives practical experience' in pulling
an oar in a whaleboat and learns how these boats
are lowered, hoisted and secured on board ship.
Inter-company boat racing is an important part of
the Recruit Brigade competition, and competition'
among the leading boat crews 'during each Satur-
day morning,s race is keen.
By the time he completes recruit training the re-
cruit will have learned many of the fundamentals of
seamanship which will stand him in good, stead on
board ship. AAA
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DAMAGE CONTROL i
The pages of history of World War II are filled with
instances where brave men, given the proper equip-
ment and the necessary 'gknow how", were able to
save their ships from apparently certain. loss follow-
ing severe battle damage. Fires were extinguished,
Hooded compartments plugged and unwatered, and
the wounded cared for, to the end that the ship
survived and returned to fight other battles.
Damage Control instruction for the recruit is de-
signed to teach him the fundamental principles of
fire fighting and a working knowledge of the equip-
ment which may save his ship and his own life.
Probably one of the longest remembered days of
recruit training is the one spent at the Fire Fighting
Center. Here the recruit learns the chemistry of
Hre and basic principles of combatting it, and then
spends nearly an entire day extinguishing actual fires.
Under watchful supervision of trained firefighters
he will put out serious fires under simulated ship-
board conditions. After receiving this valuable prac-
tical experience he will have lost most of his fear
of fire and will have gained confidence in his ability
to combat serious fires.
The recruit also receives practical instruction in
the use of the gas mask, oxygen breathing apparatus
and other equipment designed for his personal pro-
tection. In the tear gas chamber he has the oppor-
tunity to test the effectiveness of his gas mask.
Basic instruction is also given to each recruit in
the probable effects of an atomic explosion and the
measures he should take to insure his personal safety
and survival. AAA
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To be of maximum effective use to himself and to
the Navy a man must be in top physical condition,
must know how to care for his body and must be
able to survive in the water at sea. To the end that
all navy men may meet these demands of naval
service, they participate in a physical training pro-
gram that involves strenuous physical exertion, in.-
struction in swimming and sea survival, and instruc-
tion in first aid, lifesaving and personal hygiene.
When they report for duty some recruits are soft,
some are overweight, and some are underweight. To
build some up and trim others down, and to condi-
tion all for the rigors of life at sea, a well-planned
physical training program is integrated with other
phases of training: military drill, an active outdoor
life, good food, good living habits. These physical
training activities emphasize correct posture and
muscular coordination and strive to develop a respect
for authority and habits of instantaneous response to
All men-particularly sailors whose life will be the
sea-must know how to swim, how to use life jackets
and, if no jacket is available, 'how to use clothing as
a flotation device. Many hours are spent in 'the
swimming pools. Non-swimmers are taught to swim,
qualified swimmers improve their ability, and all re-
cruits learn sea survival and water safety,
Stressed constantly in the Physical Training Pro-
gram is personal cleanliness and the importance of
health to the individual and to the Navy. A knowl-
edge of the medical and dental services available, the
prevention of infections, correct eating habits, and
the care of feet, mouth, and teeth is provided by
competen.t medical instructors. The recruit also re-
ceives first aid instruction so that he will know how
to care for himself or for his injured shipmates under
circumstances where immediate medical attention is
not available. AAA
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The military drill, watch standing and inspections
that are all a part of the recruit's military training
are generally new experiences to him. The march-
ing, the facing, the manual of arms at first seem
difficult beyond all reason, but after a week's prac-
tice, confidence begins to appear and by the end of
primary training the company has become a sharp
Even though the navy man seldom carries a rifle
or marches in a military unit after he completes his
recruit training, there is a definite and important
place in recruit training for military drill, with and
without arms. The military control of the company
is gained and maintained through constant drilling.
Leaders are discovered and developed, and others
learn instantaneous response to command. All de-
velop coordination of mind and body, and an "esprit
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de corpsl' grows within the company. Together with
physical training, military drill is a part of the phy-
sical conditioning or "hardening up" process for the
recruit. But most of all, military drill teaches the
recruit the importance of implicit obedience to or-
ders and the importan.ce of the individual in a mili-
tary group, whether he be in a marching unit, on a
gun crew, in the Ere room, or on the bridge.
Inspections will always be an important matter
in the life of a man in the Navy. In recruit training
the vigorous competition maintained between the
recruit companies is based largely on a series of
regular inspections which serve the double purpose
of teaching him the requirements of military life
while comparing his performance and that of his
unit with the performance of others in'training with
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Sl'lIP'S WORK TRAINING
Afloat or ashore, each naval unit is generally a self-
sustaining unit. The messing of the. crew, all the
housekeeping chores, and the watch standing must
be performed by those assigned to the unit. Through-
out his naval career, regardless of his rate or rating,
each man is in some way concerned with these serv-
ice duties to which the recruit is introduced in his
Shipis Work Training. In any unit, men in the lower
rates will usually perform the "chores" and those
in the higher rates will supervise them, all must
stand watches, and all must live together in thesame
The fifth week of recruit training is devoted to
instruction and practical experience in Ship's Work
Training. For ten weeks of his training period the
recruit is waited upon in the mess halls by other
recruits and for one week he takes his turn in per-
forming these important tasks for his shipmates in
Although the fifth week is speeincally designated
for training in these service duties, much of his train-
ing continues throughout the eleven-week training
period. Every messenger or Sentry watch and every
cleaning detail is a part of the recruitis training in
the problems of community living.
In the Recruit Training Command it is believed
that the things a recruit must learn in Ship's Work
Training can best be taught by actually doing them,
for experience is the greatest teacher of all.
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Probably the most important thing that a recruit
must learn during his recruit train.ing is how to live
with others in a military organization. Life and liv-
ing conditions in the Navy diifer so greatly from
anything the young man has known in civilian life
that teaching him to live in close quarters as a mem-
ber of a military group becomes one of the major
missions of recruit training.
At the Training Center his barracks is the recruit's
"home". It is in his barracks that he spends an
appreciable portion of his time in training. Here
he establishes himself-in a sense, drops his anchor-
for the eleven weeks in which he will be experiencing
the transition from civilian to military life.
The barracks is not only a place for the recruit to
sleep, it is his most important classroom. Here he
Ulearns by doing". He learns to live with others and
to take care of himself and his belongings. The
scrubbing of his clothing, the cleaning of his barracks,
and the constant inspections all serve but one pur-
pose, to prepare him for a successful life during the
remainder of his to-ur in the Navy.
And it is not all work, for the recruit must also
learn the need of a Navy man for the companionship
of his fellows, for mail from home, and for amuse-
ment and relaxation. He should also develop the
habits of writing letters and budgeting his spare
time. These things he learns in his barracks life at
the Training Center. IQ
ks life at
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In making the change from civilian to military life,
the recruit does not leave behind the religious beliefs
which he learned at home. Instead, he is given every
opportunity and encouragement to maintain and
strengthen his religious interests.
Soon after his arrival, the recruit is given an op-
portunity to talk to a chaplain of his own faith, who
will acquaint him with the chaplain's role in the
command and will explain the religious programs
which will be available to him during recruit train-
Regular divine services are conducted by chaplains
of all faiths, thus giving each man an opportunity to
worship in accordance with his religious background
and present inclinations. Voluntary classes of re-
ligious instruction are held regularly for the benefit
of recruits who desire to prepare themselves for
church membership. The chaplains cooperate closely
with the local churches to facilitate membership
or attendance at services in those churches.
Character guidance talks given by the chaplains
are an integral part of recruit training. These are
designed to foster the growth' of moral responsibility,
spiritual values and strong self-discipline within the
Recruits are encouraged to participate in the reli-
gious life of the station by joining the choir or pro-
viding musical accompaniment at divine services.
In time of distress or personal emergency, the
chaplains stand ready to give advice and counsel, and
the recruit is encouraged to take his personal prob-
lems to a chaplain of his choice at any time. The
chaplains also maintain close contact with the Navy
Relief Society and The American Red Cross in ob-
taining financial and other assistance to those in need.
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Each Saturday morning on Preble Field all graduating companies
participate in their hnal Recruit Brigade Review. Here, entirely
under the command of their recruit petty oilicers, the graduating
companies go through the now familiar parade procedures and
pass in review for the last time.
At this Review, the Commanding Officer presents the Brigade
award, and possibly the much coveted Elliciency award, to one
of the graduating companies and presents Honor Certificates to
the Honormen of each company. Finally the Commanding Officer
or a distinguished visitor makes the presentation of the American
Spirit Honor Medal to the one recruit who has been chosen for
One day during the following week the recruit company will
complete its last day of training, and its members, having sewn
on their apprentice stripes, will be eligible for graduation leave
and reassignment. jg 1-lik
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AMERICAN SPIRIT HONOR MEDAL
This medal and certificate is awarded by the' Citizens
Committee for the Army, Navy, and Air Force, Incor-
porated. One such award is presented each week to per-
sonnel who are completing basic training in the four
services of the Department of Defense. The recipient
is selected from the honor men of all graduating com-
panies and is that recruit who has best demonstrated
those qualities of leadership which express the American
spirit, namely-honor, initiative, loyalty. and high ex-
ample to comrades-in-arms.
Eagerly looked forward to throughout recruit train-
ing is graduation and recruit leave. Upon successful
completion of his training each recruit is eligible to
take fourteen. days leave, or, if he desires, he may go
directly to his first duty station and save his leave for
a later date.
Before graduation the recruit is given full informa-
tion on transportation facilities to his leave address
and may purchase his rail, bus, or airline ticket right
at the Training Center.
"The big dayl' dawn.s early. After 0400 reveille
and an early breakfast, the members of the gradu-
ating company stow their sea bags, pick up their
leave papers and leave for the train or bus depot or
the airport from which their graduation leave jour-
ney will start. . ,..,1...si
Dil! C, C
Bw L E
LT. ARNOLD E. BETCHER EDWARD T GRUHOT Mc
Officer in Charge Director Company Commander Company Yeoman
DRUM and BUGLE CORPS
Gary M. Adcock
James E. Annala
Bud B. Ashford
Robert E. Bair
Rodney H. Bergman
Leonard F. Blake
Bobby G. Brock
Charles D. Brooks
James R. Cook. '
Dale C. Coolidge
Joseph E. Covich
Joseph E. Davis
Edward F. Diehl
Carlos E. Doser
Errol L. Duke
2 W Q
'T-"l,,."f . V
fan K 1.x
Saul S. Estrada
James R. Faircloth
Keith B. Farris
Humbert A. Federico
Dean L. Flesoras
Lloyd D. Fox
Tommie F. Gadberry
Raymond M. Galligan
David R. Gary
Milton L. Geisler
Cecil M. Hillman
Ira L. Hood
William P. Hurley
Quhid H. Izatt
Stanley H. Johnson
Walter W. Jones
Roger L. Kennedy
Edward J. Kleiger
Howard A. Lane
Jesse F. Latham
Don L. Leonard
Sonny C. Leslie
Tommy J. Lopez
Gene L. Lyell
George XV. Mettler
Dale A. Miller
Jnmes E. Moore
Edwin F. Osterhaus
Roland K. Perrson
Arne D. Peterson
Clarence P. Puckett
Salvador G. Rodrequez
Joseph W. Salard
David W. Shannon
Harvey A. Smith
Alton L. Spain
Dean G. Taylor
Howard W. Tindall
James R. Tubb
Alfred J. Turner
Carroll D. Veatch
Darryl E. Wahler
William N. Wallace
James E. Williams
Dean O. Worley
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